best phd programs in clinical psychology

Best Clinical Psychology Doctorate Programs

Ranked in 2020, part of Best Health Schools

Clinical psychologists diagnose and treat mental illness

Clinical psychologists diagnose and treat mental illness and psychological disorders. Graduates may find work in private practice, schools and health care facilities. These are the top clinical psychology programs at the Ph.D. and/or Psy.D. level. Each school's score reflects its average rating on a scale from 1 (marginal) to 5 (outstanding), based on a survey of academics at peer institutions. Read the methodology »

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The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training.

This program is accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of training based on the scientist/practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving.

The Graduate Program in Clinical Psychology at Duke University has been accredited by the American Psychological Association Commission on Accreditation since 1948.

Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association 750 First Street NE Washington, DC 20002-4242 Telephone: (202) 336-5979   Email:  [email protected]   Web:  www.apa.org/ed/accreditation

Questions about the Duke clinical program itself should be directed to Director of Clinical Training - Moria Smoski, PhD,  [email protected] , (919) 684-6717

Additional Information

The Clinical Psychology Program at Duke University is a Ph.D. program for students seeking excellence in academic, scientific, and clinical training. This program is fully accredited by the American Psychological Association (APA) and by the Psychological Clinical Science Accreditation System (PCSAS). Our program has a strong history of scientist practitioner (Boulder) model and more recently has adopted a clinical science model of training in which the science of psychology and its clinical application are mutually interdependent and mutually evolving. That is, our program is designed to train clinical scientists who are capable of functioning successfully in academic, research, clinical, and community settings. Within this multifaceted training framework, we seek to develop students who are interested in careers in which the science of psychology is applied to address public health issues related to mental and physical diseases both nationally and internationally. The program is not appropriate for students interested solely in clinical practice and not in research. Rather, we strive for excellence in both the science and practice of clinical psychology.

At Duke, graduate training in clinical psychology emphasizes three domains of knowledge: adult clinical, child clinical, and health psychology. The expertise of the faculty, drawn from the Department of Psychology and Neuroscience and the Department of Psychiatry and Behavioral Sciences in the Duke University Medical Center, extends to a large number of interdisciplinary problems involving human behavioral and physical adaptation in its varying social contexts. Duke University’s Clinical Psychology Program is annually ranked among the top clinical psychology programs in the United States. Duke’s doctoral program in Clinical Psychology is a member of The Academy of Psychological Clinical Science, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the understanding, assessment, and amelioration of human problems.

Specific interests include intervention and prevention methods across the life course for such phenomena as aggression and antisocial behavior, depression, personality disorders, eating disorders and obesity, substance abuse, HIVAIDS, cardiovascular disease, and chronic pain. Our faculty also study behavioral cardiology, behavioral medicine, global mental health, reducing disparities in minority mental and physical health services, assessment and intervention in pediatric psychology, and gene-environment interaction.

Clinical program faculty are also actively involved in University Institutes, including the Duke Institute for Brain Sciences (DIBS) , Social Science Research Institute (SSRI) , and Duke Global Health Institute (DGHI) .

Each year the Department admits 2-5 clinical graduate students, which will result in approximately 25 students being advised by our faculty at one time. As of August, 2023, our faculty advise a total of 23 students receiving clinical training, (8 males and 15 females, 6 of whom are from underrepresented racial/ethnic groups).

In accordance with American Psychological Association requirements, a more complete description of the clinical program's goals, clinical training resources, and special requirements can be found in the on-line Clinical Graduate Student Handbook.

The Duke Psychology Clinic has been providing psychological services to the Triangle community for over twenty years and is committed to working with adults who are seeking services for a range of psychological and adjustment difficulties. As part of the Department of Psychology and Neuroscience at Duke University , the Clinic functions as a training center for the Ph.D. program in clinical psychology. Psychotherapy is provided by advanced graduate students who are supervised by experienced clinicians. With our commitment to training and intensive supervision, the Clinic is dedicated to providing high-quality care to our clients.

The Duke Psychology Clinic offers short- and long-term individual psychotherapy for adults seeking treatment for a range of psychological difficulties. The Clinic treats a wide-range of presenting concerns, including depression, anxiety, inattentiveness/hyperactivity, self-esteem, eating concerns, relationship difficulties, adjustment, and coping with stressors. In addition, the Clinic has a long-standing reputation in the community for effectively assisting individuals who have experienced traumatic events. Therapeutic work is individually-focused and clinicians work with their supervisors to tailor treatment to the needs of each client. The treatment approach utilized integrates principles from a range of evidence-based treatments in order to best address the client’s presenting concerns, including cognitive-behavioral, psychodynamic, and interpersonal approaches.

• Respected community reputation in the treatment of mental health concerns

• Affordable session fees

• Convenient location and flexible hours

• Assessment to further tailor treatment

• Availability of long-term treatment 
• Enthusiastic therapists receiving supervision from experienced clinicians

Obtaining Services

Services are available to individuals throughout the community. Those seeking services or who would like to make a referral should begin by calling a Clinic Coordinator, (919) 660-5771. Because the Clinic is a training center, utmost care is taken to ensure we can provide appropriate services; clients in crisis or in need of a higher level of care are typically referred to a more suitable clinic.

The Clinic is located in Suite 312 of the Psychology/Sociology building on Duke's West Campus .

During the academic year, clinic hours are 9a.m. to 7 p.m. Monday through Thursday, and 9 a.m. to 3 p.m. on Fridays. Hours are slightly abbreviated during the summer months.

Timothy Strauman, Ph.D. Director, Duke Psychology Clinic Professor, Department of Psychology & Neuroscience Licensed Psychologist

David Rabiner, Ph.D. Research Professor, Department of Psychology and Neuroscience Licensed Psychologist & Supervisor

Moria Smoski, Ph.D. Director of Clinical Training, Department of Psychology and Neuroscience Associate Professor, Department of Psychiatry and Behavioral Sciences Licensed Psychologist

Rachel Guetta Graduate Student, Department of Psychology and Neuroscience Clinic Coordinator

Current Practicum Supervisors

• David Rabiner 
• Melanie Bonner 
• Sarah Cook 
• Geraldine Dawson 
• Christian Mauro 
• Rhonda Merwin 
• Zach Rosenthal
• Moria Smoski
• Tamara Somers
• Rebecca Shelby 
• Julia Woodward
• Nancy Zucker
• Naomi Davis 
• John Mitchell 
• Julia Schacter  
• Sarah O’Rourke 
• Kyla Blalock 
• Nicole Heilbron 
• David Goldston 
• Jill Howard  
• Adrienne Inscoe
• Ashley Hill

Practicum descriptions

Internships:.

• Alpert Medical School of Brown University
• Baylor College of Medicine/Texas Children's Hospital
• Cambridge Hospital, Harvard University, Cambridge, MA
• Central Regional Hospital, Butner, NC
• Children’s Hospital, Boston, Harvard University, Boston, MA
• Children’s Hospital of Philadelphia, University of Pennsylvania, Philadelphia, PA
• Children's Hospital at Stanford / Children's Health Council
• Clarke Institute (Center for Addiction and Mental Health), Toronto, Ontario
• Dartmouth-Hitchcock Medical Center, Lebanon, NH
• Duke University Medical Center, Durham, NC
• Emory, Atlanta, GA
• Indiana University School of Medicine, Indianapolis, IN
• McLean Hospital, Harvard University, Belmont, MA
• Medical University of South Carolina (Charleston Consortium), Charleston, SC
• Miami/Dade County Department of Human Services, Miami, FL
• Miami Veterans Administration Health Care System, Miami, FL
• Montefiore Medical Center, Bronx, NY
• MUSC/Charleston Consortium Internship
• Nationwide Children’s Hospital, Columbus, OH
• New York Univesity/Bellevue Hospital
• North Florida/South Georgia Veterans Administration Medical Center, Gainesville, FL
• Rush University Medical Center
• University of Arizona College of Medicine, Tucson, AZ
• University of California-Los Angeles
• University of California-San Diego/Veterans Affairs, San Diego, CA
• University of California-San Francisco, San Francisco, CA
• University of Colorado Health Center, Boulder, CO
• University of Florida Health Science Center, Gainesville, FL
• University of Kansas Medical School
• University of Michigan/Rackham Institute
• University of Mississippi Medical/VA Jackson
• University of New Mexico Health Science Center
• University of North Carolina Medical School, Chapel Hill, NC
• University of Pennsylvania, Department of Psychiatry
• University of Texas Health Science Center - Houston
• University of Washington School of Medicine, Seattle, WA
• University of Wisconsin Medical Center, Madison, WI
• Veterans Administration Medical Center, Durham, NC
• Veterans Administration Maryland Health Care System/Univ. of Maryland School of Medicine, Baltimore, MD
• Veterans Administration Medical Center, Northport, NY
• Veterans Administration Palo Alto Health Care System, Palo Alto, CA
• Veterans Administration Medical Center, Salem, VA
• Veterans Administration Puget Sound-American Lake, Tacoma, WA
• Virginia Treatment Center for Children, Virginia Commonwealth Univ., Richmond, VA
• Western Psychiatric Institute and Clinic, University of Pittsburgh, Pittsburgh, PA

NOTE: Our program has made the GRE General Test  optional  for admission to the fall 2024 class. You may submit scores if you have them, and they will be considered by the admissions committee. Applications without GRE scores will be given equal consideration. 

Each year we receive between 350 and 400 completed applications for admission to our clinical psychology program. A variety of bases for admission are utilized, although some common themes emerge. In our search for qualified graduate students, we look for the potential to conduct original research, to engage in scholarship, to work effectively with others, including future clients, and to have an impact on the broader field of clinical psychology. We seek applicants who are interested both in research and in clinical practice. It is important for applicants to consider and to articulate potential matches with the research interests of one or more potential faculty mentors. While an undergraduate integrative psychology major is not required, most of our students were psychology majors, and most had post-baccalaureate research experience in psychology prior to application. Every year about 20 applicants are contacted for virtual interviews with our faculty. Interviews are required for clinical applicants. Interviews take place in late January - early February with invitations extended a few weeks prior to interviews.

All students accepted into the program are guaranteed five years of stipend support, as well as full tuition. Stipends may be based on fellowships, research or teaching assistant positions, or, for more senior students, their own external research support.

Applicants: Please see our Departmental Application FAQ .

Our program follows a mentorship model in which students are admitted to work with specific faculty members for their research training. 

Admitting students for the fall 2024 class

• David Goldston (Need to type in name on application)
• Timothy Strauman

Not admitting students for the fall 2024 class

• Gary Bennett
• Melanie Bonner
• Ernestine Briggs-King
• Karen Appleyard Carmody
• Scott Compton
• Francis Keefe
• Terrie Moffitt

Students and faculty in the Clinical Psychology Program established the Anti-Racism Community (ARC) in July 2020 as a response to the murders of George Floyd and Breonna Taylor, the rampant police brutality at subsequent nationwide protests, and the preceding 401-year legacy of anti-Black racism in the United States. The mission of the ARC is to:

• Establish an anti-racist culture in all activities conducted by students, faculty, and staff
• Acknowledge the impact of centuries of systemic and individual racism at the national, statewide, and university levels, and
• Take all possible corrective action to eliminate these effects on our program

ARC members meet monthly to provide general updates and make requests for assistance in completing tasks. Currently, members of the ARC are organized into three Pillars. Members are welcome to join one or more Pillar based on their interests. Each Pillar meets separately to coordinate and work on their specific goals and actions. The goals of the three Pillars are to

Pillar 1 : Enhance recruitment and retention of BIPOC faculty, students, and staff that reflect national demographics

Pillar 2 : Ensure all academic activities reflect anti-racism as a core value of the program

Pillar 3 : Elevate multicultural awareness as a core competency of clinical training and professional development for all faculty, students, and staff

The ARC is an action-oriented community. Below are a few of the actions taken by the ARC since its inception:

• Creation of the Clinical Science Anti-Racism Series , a set of presentations and discussions on the ways clinical practice, research, and professional issues is informed by anti-racist approaches
• Launch an annual  Virtual Office Hours program , an opportunity for individuals underrepresented in psychology to receive individualized feedback on their applications to PhD programs in psychology
• Hosted a weekly writing group for faculty, post-docs, and graduate students, especially those from underrepresented communities and those looking to promote diversity, equity, and inclusion within our department
• Establishment of Peer Multicultural Consultation Team , a monthly meeting during which students seek culturally-informed perspectives from other students on diverse patients
• Evaluation of all P&N undergraduate syllabi for content that supports inclusion, reduction of "hidden curriculum" elements, and anti-racist principles. Provided feedback to the P&N Faculty with resources for improving DEI principles in syllabi
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Psychology Graduate Program

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The Clinical Psychology Program adheres to a clinical science model of training, and is a member of the Academy of Psychological Clinical Science.  We are committed to training clinical psychologists whose research advances scientific knowledge of psychopathology and its treatment, and who are capable of applying evidence-based methods of assessment and clinical intervention. The main emphasis of the program is research, especially on severe psychopathology. The program includes research, course work, and clinical practica, and usually takes five years to complete. Students typically complete assessment and treatment practica during their second and third years in the program, and they must fulfill all departmental requirements prior to beginning their one-year internship. The curriculum meets requirements for licensure in Massachusetts, and is accredited by the Psychological Clinical Science Accreditation System (PCSAS) and by the American Psychological Association (APA).  PCSAS re-accredited the program on December 15, 2022 for a 10-year term. APA most recently accredited the program on April 28, 2015 for a seven-year term, which was extended due to COVID-related delays. 

Requirements

Required courses and training experiences fulfill requirements for clinical psychology licensure in Massachusetts as well as meet APA criteria for the accreditation of clinical psychology programs.  In addition to these courses, further training experiences are required in accordance with the American Psychological Association’s guidelines for the accreditation of clinical psychology programs (e.g., clinical practica [e.g., PSY 3050 Clinical Practicum, PSY 3080 Practicum in Neuropsychological Assessment]; clinical internship).

Students in the clinical psychology program are required to take the following courses:

• PSY 3900 Professional Ethics
• PSY 2445 Psychotherapy Research
• PSY 2070 Psychometric Theory and Method Using R
• PSY 2430 Cultural, Racial, and Ethnic Bases of Behavior
• PSY 3250 Psychological Testing
• PSY 2050 History of Psychology
• PSY 1951 Intermediate Quantitative Methods
• PSY 1952 Multivariate Analysis in Psychology
• PSY 2040 Contemporary Topics in Psychopathology
• PSY 2460 Diagnostic Interviewing
• PSY 2420 Cognitive-Behavioral Treatment of Psychological Disorders

Clinical students must also take one course in each of the following substantive areas: biological bases of behavior (e.g., PSY 1202 Modern Neuroanatomy; PSY 1325 The Emotional, Social Brain; PSY 1355 The Adolescent Brain; PSY 1702 The Emotional Mind); social bases of behavior (e.g., PSY 2500 Proseminar in Social Psychology); cognitive-affective bases of behavior (e.g., PSY 2400 Cognitive Psychology and Emotional Disorders); and individual differences (Required course PSY 2040 Contemporary Topics in Psychopathology fulfills the individual differences requirement for Massachusetts licensure). In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology “brown bag” speaker series. Finally, students complete a year-long clinical internship. Students are responsible for making sure that they take courses in all the relevant and required areas listed above. Students wishing to substitute one required course for another should seek advice from their advisor and from the director of clinical training prior to registering. During the first year, students are advised to get in as many requirements as possible. Many requirements can be completed before the deadlines stated below. First-year project:  Under the guidance of a faculty member who serves as a mentor, students participate in a research project and write a formal report on their research progress. Due by May of first year. Second-year project:  Original research project leading to a written report in the style of an APA journal article. A ten-minute oral presentation is also required. Due by May of second year. General exam:  A six-hour exam covering the literature of the field. To be taken in September before the start of the third year. Thesis prospectus:  A written description of the research proposed must be approved by a prospectus committee appointed by the CHD. Due at the beginning of the fourth year. Thesis and oral defense:  Ordinarily this would be completed by the end of the fourth year. Clinical internship:  Ordinarily this would occur in the fifth year. Students must have completed their thesis research prior to going on internship.

Credit for Prior Graduate Work

 A PhD student who has completed at least one full term of satisfactory work in the Graduate School of Arts and Sciences may file an application at the Registrar’s Office requesting that work done in a graduate program elsewhere be counted toward the academic residence requirement. Forms are available  online .

No more than the equivalent of eight half-courses may be so counted for the PhD.

An application for academic credit for work done elsewhere must contain a list of the courses, with grades, for which the student is seeking credit, and must be approved by the student’s department. In order for credit to be granted, official transcripts showing the courses for which credit is sought must be submitted to the registrar, unless they are already on file with the Graduate School. No guarantee is given in advance that such an application will be granted. 

Only courses taken in a Harvard AB-AM or AB-SM program, in Harvard Summer School, as a GSAS Special Student or FAS courses taken as an employee under the Tuition Assistance Program (TAP) may be counted toward the minimum academic residence requirements for a Master’s degree.

Academic and financial credit for courses taken as a GSAS Special Student or FAS courses taken as a Harvard employee prior to admission to a degree program may be granted for a maximum of four half-courses toward a one-year Master’s and eight half-courses toward a two-year Master’s or the PhD degree.

Applications for academic and financial credit must be approved by the student’s department and should then be submitted to the Registrar’s Office.

Student Admissions, Outcomes, and other data  

1. Time to Completion

Students can petition the program faculty to receive credit for prior graduate coursework, but it does not markedly reduce their expected time to complete the program.

2. Program Costs

3. Internships 

4. Attrition

5. Licensure

Standard Financial Aid Award, Students Entering 2023  

The financial aid package for Ph.D. students entering in 2023 will include tuition and health fees support for years one through four, or five, if needed; stipend support in years one and two; a summer research grant equal to two months stipend at the end of years one through four; teaching fellowship support in years three and four guaranteed by the Psychology Department; and a dissertation completion grant consisting of tuition and stipend support in the appropriate year. Typically students will not be allowed to teach while receiving a stipend in years one and two or during the dissertation completion year.    

Year 1 (2023-24) and Year 2 (2024- 25)  Tuition & Health Fees:                             Paid in Full  Academic Year Stipend:                           $35,700 (10 months)  Summer Research Award:                       $7,140 (2 months)

Year 3 (2025-26) & Year 4 (2026- 27) Tuition & Health Fees:                             Paid in Full Living Expenses:                                       $35,700 (Teaching Fellowship plus supplement, if eligible)  Summer Research Award:                       $7,140 (2 months)

Year 5 (2027-28) - if needed; may not be taken after the Dissertation Completion year Tuition & Health Fees:                             Paid in Full

Dissertation Completion Year (normally year 5, occasionally year 6) Tuition & Health Fees:                             Paid in Full  Stipend for Living Expenses:                    $35,700  

The academic year stipend is for the ten-month period September through June. The first stipend payment will be made available at the start of the fall term with subsequent disbursements on the first of each month. The summer research award is intended for use in July and August following the first four academic years.

In the third and fourth years, the guaranteed income of $35,700 includes four sections of teaching and, if necessary, a small supplement from the Graduate School. Your teaching fellowship is guaranteed by the Department provided you have passed the General Examination or equivalent and met any other department criteria. Students are required to take a teacher training course in the first year of teaching.

The dissertation completion year fellowship will be available as soon as you are prepared to finish your dissertation, ordinarily in the fifth year. Applications for the completion fellowship must be submitted in February of the year prior to utilizing the award. Dissertation completion fellowships are not guaranteed after the seventh year. Please note that registration in the Graduate School is always subject to your maintaining satisfactory progress toward the degree.

GSAS students are strongly encouraged to apply for appropriate Harvard and outside fellowships throughout their enrollment. All students who receive funds from an outside source are expected to accept the award in place of the above Harvard award. In such cases, students may be eligible to receive a GSAS award of up to $4,000 for each academic year of external funding secured or defer up to one year of GSAS stipend support.

For additional information, please refer to the Financial Support section of the GSAS website ( gsas.harvard.edu/financial-support ).

Registration and Financial Aid in the Graduate School are always subject to maintaining satisfactory progress toward the degree.

Psychology students are eligible to apply for generous research and travel grants from the Department.

The figures quoted above are estimates provided by the Graduate School of Arts and Sciences and are subject to change.

Office of Program Consultation and Accreditation American Psychological Association 750 First Street, NE Washington, DC 20002 Phone: (202) 336-5979 E-mail:  [email protected]   www.apa.org/ed/accreditation

The Director of Clinical Training is Prof. Richard J. McNally who can be reached by telephone at (617) 495-3853 or via e-mail at:  [email protected] . 

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Clinical Psychology

• MA Requirements
• PhD Requirements

Learn more about the program by visiting the Department of Psychiatry & Behavioral Sciences

See related Interdisciplinary Clusters and Certificates

Degree Types: MA, PhD

The PhD Program in Clinical Psychology within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is one of only a handful of programs in the United States based in an academic medical center and housed in a psychiatry department. This unique setting provides opportunities for translational research and practice that span molecular to social models of disease, and epidemiologic to clinical and neuroimaging methodologies.

This scientist-practitioner program effectively balances clinical and research training to produce graduates who are competent in the science and practice of clinical psychology. The PhD program also provides opportunities for major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. Training is provided through core and emphasis-specific curricula, intensive research mentoring, and exceptional clinical practica. Major milestones include a research qualifying paper and master's thesis, a clinical qualifying exam, an empirical dissertation with original research, and an APA-accredited clinical internship.

Our mentor-based program prepares students to be competitive for careers as clinical psychologists in academic health centers, children's hospitals, VA medical centers, and related medical facilities.

The Clinical Psychology Master of Arts (MA) Program within the Department of Psychiatry and Behavioral Sciences at Northwestern University Feinberg School of Medicine is intended for students interested in pursuing a career in academic clinical psychology. The MA program is designed to provide a foundation in academic clinical psychology at the graduate level, while also allowing students to gain educational and research exposure to major areas of study within clinical psychology, including Adult Clinical Psychology, Behavioral Medicine or Clinical Health Psychology, Clinical Child and Adolescent Psychology, Clinical Neuropsychology, and Forensic Psychology. 

The goals of the MA Program in Clinical Psychology are to:

• Develop foundational competencies in research design, analytics, and ethics within academic clinical psychology.
• Explore major areas of study within academic clinical psychology.
• Understand educational and career opportunities within academic clinical psychology.

Note: the MA Program in Clinical Psychology does not include clinical training and is not intended to prepare students for clinical practice. Given the academic and research focus of the MA Program, the degree will not lead to licensure for independent practice.  For those interested in master's level programs that prepare students for licensure and practice, please visit the  MA in Counseling website , the  MS in Marriage and Family Therapy website  and  The Family Institute website . 

The MA Program in Clinical Psychology was designed for a variety of students, including students who:

• Are not yet ready to apply to a PhD program, but are considering doing so in the future.
• Wish to improve their competitiveness for a PhD program.
• Are interested in exploring a career in academic clinical psychology.
• With interests in related fields for which a background in academic clinical psychology may be of value.

The MA Program is embedded in the Clinical Psychology PhD Program, with coursework and lab work completed alongside PhD students. Although students in the MA Program are welcome to apply to Northwestern's PhD Program in Clinical Psychology, the MA Program is not intended to be a "gateway" into the PhD Program in Clinical Psychology at Northwestern University Feinberg School of Medicine.

Additional resources:

• Department Website
• Pro gram Handbook

Program Statistics

Visit Master's Program Statistics and PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Sarah Bratta Program Coordinator

Degree Requirements

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

MA Degree Requirements

Total Units Required: 17

The MA program requires at least 17 units for graduation across five (5) quarters (15 months) of full-time enrollment; part-time and early graduation is not permitted. Students are required to take the Research Core, including Research Methods/Statistics (3 units), Advanced Research Methodology (1 unit), and Scientific and Professional Ethics in Psychology (1 unit). In addition to these required courses, students are expected to select between five to eight elective courses across the Summer I, Fall, Winter, Spring, and/or Summer II quarters. Elective courses can include Discipline Specific Knowledge and Profession Wide Competency courses, as well as courses in one or more Major Areas of Study. 

In addition to the Research Core and Elective courses, all MA students participate in the weekly Professional Development Seminar for the first four quarters of the MA Program. This Seminar orients students to the MA program, introduces students to various mentors and labs across Northwestern, explores career options in academic clinical psychology, refines interests in academic clinical psychology, and prepares students for the next steps in their careers (e.g., developing applications for PhD programs; preparing for interviews). 

Other MA Degree Requirements

• Research/Projects:  In addition to completion of the coursework requirements, students engage in a Research Lab Experience for at least 10 hours a week.
• Master's Thesis :   Optional (see below)
• Master’s Culminating Academic Experience:  Through the Research Lab Experience, the student will work with her or his research mentor to complete a Capstone Project. The Capstone Project is the culmination of the Research Lab Experience provided by the research mentor, providing the final evaluation of the student’s research competencies. Examples of capstone projects include: Substantial participation (i.e., authorship level) on one or more empirical studies submitted for publication in a peer-reviewed journal. First author submission of one or more peer-reviewed poster/oral presentations at regional, national, or international conferences. A comprehensive review paper that is submitted to and graded by the research mentor. A grant proposal (e.g., F31 style) that is submitted to and graded by the research mentor.  

Last Updated: September 12, 2023

PhD Degree Requirements

Total Units Required: 30

Other PhD Degree Requirements

• Examinations:  defense of a research paper and a clinical qualifying project serving as examination for admission to candidacy
• Research/Projects:  independent, empirical research study completed in fulfillment of the research qualifying paper
• PhD Dissertation:  original research following third year of coursework
• Final Evaluations:  oral defense of dissertation

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

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2024 Best Clinical Psychology Doctor's Degree Schools

For its 2024 ranking, College Factual looked at 115 schools in the United States to determine which ones were the best for clinical psychology students pursuing a doctor's degree. When you put them all together, these colleges and universities awarded 2,404 doctor's degrees in clinical psychology during the 2020-2021 academic year.

What's on this page: * Our Methodology

• Best Doctor’s Degree Schools List

Choosing a Great Clinical Psychology School for Your Doctor's Degree

Overall Quality Is a Must

A school that excels in educating for a particular major and degree level must be a great school overall as well. To account for this we include a school's overall Best Colleges for a Doctor's Degree ranking which itself looks at a host of different factors like degree completion, educational resources, student body caliber and post-graduation earnings for the school as a whole.

Other Factors We Consider

The metrics below are just some of the other metrics that we use to determine our rankings.

• Major Focus - How much a school focuses on clinical psychology students vs. other majors.
• Major Demand - The number of clinical psychology students who choose to seek a doctor's degree at the school.
• Educational Resources - How many resources are allocated to students. These resources may include educational expenditures per student, number of students per instructor, and graduation rate among other things.
• Accreditation - Whether a school is regionally accredited and/or accredited by a recognized clinical psychology related body.

Our full ranking methodology documents in more detail how we consider these factors to identify the best schools for clinical psychology students working on their doctor's degree.

One Size Does Not Fit All

When choosing the right school for you, it's important to arm yourself with all the facts you can. To that end, we've created a number of major-specific rankings , including this Best Clinical Psychology Doctor's Degree Schools list to help you make the college decision.

Featured Clinical Psychology Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Psychology PhD Programs (I Have a Masters)

Psychology PsyD Programs (I Have a Masters)

Best Schools for Doctorate Students to Study Clinical Psychology in the United States

The following list ranks the best colleges and universities for pursuing a doctor's degree in clinical psychology. Only those schools that rank in the top 15% of all the schools we analyze get awarded with a place on this list.

18 Top Schools for a Doctorate in Clinical Psychology

The Chicago School of Professional Psychology at Los Angeles is one of the best schools in the country for getting a doctor's degree in clinical psychology. The Chicago School Los Angeles Campus is a small private not-for-profit school located in the large city of Los Angeles. More information about a doctorate in clinical psychology from The Chicago School of Professional Psychology at Los Angeles

The Chicago School of Professional Psychology at Chicago is one of the finest schools in the country for getting a doctor's degree in clinical psychology. Located in the large city of Chicago, The Chicago School Chicago Campus is a private not-for-profit school with a small student population. More information about a doctorate in clinical psychology from The Chicago School of Professional Psychology at Chicago

The Chicago School of Professional Psychology at Washington DC is one of the best schools in the country for getting a doctor's degree in clinical psychology. The Chicago School Washington DC Campus is a small private not-for-profit school located in the city of Washington. More information about a doctorate in clinical psychology from The Chicago School of Professional Psychology at Washington DC

Columbia University in the City of New York is one of the finest schools in the country for getting a doctor's degree in clinical psychology. Columbia is a fairly large private not-for-profit university located in the city of New York. More information about a doctorate in clinical psychology from Columbia University in the City of New York

Located in the small city of Newton, William James College is a private not-for-profit college with a small student population. More information about a doctorate in clinical psychology from William James College

Located in the rural area of Palo Alto, Pacific Graduate School of Psychology is a private not-for-profit university with a small student population. More information about a doctorate in clinical psychology from Palo Alto University

Located in the small city of Santa Barbara, Fielding is a private not-for-profit university with a small student population. More information about a doctorate in clinical psychology from Fielding Graduate University

Texas A&M College Station is a fairly large public university located in the city of College Station. More information about a doctorate in clinical psychology from Texas A&M University - College Station

Adler is a small private not-for-profit university located in the city of Chicago. More information about a doctorate in clinical psychology from Adler University

DU is a large private not-for-profit university located in the large city of Denver. More information about a doctorate in clinical psychology from University of Denver

Alliant is a small private for-profit university located in the large city of San Diego. More information about a doctorate in clinical psychology from Alliant International University

Pacific is a small private not-for-profit university located in the suburb of Forest Grove. More information about a doctorate in clinical psychology from Pacific University

Loyola Chicago is a fairly large private not-for-profit university located in the city of Chicago. More information about a doctorate in clinical psychology from Loyola University Chicago

Located in the midsize city of Berkeley, The Wright Institute is a private not-for-profit school with a small student population. More information about a doctorate in clinical psychology from The Wright Institute

Located in the large city of Washington, GWU is a private not-for-profit university with a very large student population. More information about a doctorate in clinical psychology from George Washington University

Located in the large city of Anaheim, The Chicago School Irvine Campus is a private not-for-profit school with a fairly small student population. More information about a doctorate in clinical psychology from The Chicago School of Professional Psychology at Irvine

Fuller is a small private not-for-profit school located in the midsize city of Pasadena. More information about a doctorate in clinical psychology from Fuller Theological Seminary

Located in the small suburb of Charlottesville, University of Virginia is a public university with a fairly large student population. More information about a doctorate in clinical psychology from University of Virginia - Main Campus

Honorable Mentions

Here are some additional great schools for Clinical Psychology students that almost earned our Best Clinical Psychology Doctor's Degree Schools award.

Clinical Psychology by Region

View the Best Clinical Psychology Doctor's Degree Schools for a specific region near you.

Other Rankings

Best associate degrees in clinical psychology, best master's degrees in clinical psychology, best bachelor's degrees in clinical psychology, best overall in clinical psychology.

View All Rankings >

Rankings in Majors Related to Clinical Psychology

Clinical Psychology is one of 17 different types of Clinical, Counseling & Applied Psychology programs to choose from.

Most Popular Majors Related to Clinical Psychology

Notes and references.

• The bars on the spread charts above show the distribution of the schools on this list +/- one standard deviation from the mean.
• The Integrated Postsecondary Education Data System ( IPEDS ) from the National Center for Education Statistics (NCES), a branch of the U.S. Department of Education (DOE) serves as the core of the rest of our data about colleges.
• Some other college data, including much of the graduate earnings data, comes from the U.S. Department of Education’s ( College Scorecard ). More about our data sources and methodologies .

Popular Reports

Compare your school options.

Clinical Psychology PhD Program

Founded on a scientist-practitioner model, the overall goal of the Clinical Psychology PhD Program is to graduate academic psychologists who are competent, ethical and productive in the science and practice of clinical psychology. Our program emphasizes the integration of science and clinical practice.

Directors' Message Student Admissions, Outcomes & Other Data Diversity, Equity, Inclusion & Social Justice

How to Apply

Learn more about the criteria for applying to the program as well as tuition and financial aid.

Our curriculum is structured to maximize clinical, research and ethical training for students.

Meet Our Team

Meet our current students and their faculty mentors. Each student works closely with a faculty member throughout their tenure at Northwestern. Browse the Faculty Mentor list to learn more about their research projects and see who is currently recruiting new students.

Current Students    Faculty Mentors

JD-PhD Program

Northwestern's joint JD-PhD program  is a collaboration between The Graduate School and Northwestern Law. It's designed for applicants who are interested in academic careers examining research topics that are enriched by having both JD and PhD degrees.

Visit the JD-PhD Website

Questions about the PhD program? Find out more.

Read the FAQ

How to Contact Us

To contact the PhD Program in Clinical Psychology, please email us at [email protected] .

Please DO NOT call the number below as it will go to our clinic; it is reserved for patients. Please DO NOT call any other numbers that you may find within the Feinberg School of Medicine. We will only respond to emails that are sent to the following email address: [email protected] . Please DO NOT  contact via phone or email the MD Admissions Office; they are not involved in the admissions process for the PhD program in Clinical Psychology. 

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Clinical Psychology PhD

Ph.d. in clinical psychology.

Welcome to the doctoral program in Clinical Psychology Program at Teachers College, Columbia University. The Clinical Psychology Program was founded in 1947-1948. It was APA-accredited in the first group of programs that were reviewed for accreditation in 1948 and that status has been uninterrupted. Our most recent site visit from the APA occurred in 2021, and we have been accredited until June 2031.

Our program operates according to a scientist-practitioner model. We are, thus, dedicated to training students to generate empirically-based knowledge in clinical psychology and to perform clinical work that is constantly informed by traditional and emerging scholarship in the field. We expect our students to learn to expertly produce, analyze, and discuss scientific material. We also expect our students to become proficient at providing clinical services to a diverse population. And, most importantly, we expect our students to learn to integrate these two goals. As our mission statement in the TC catalog notes, “The driving goal of our Clinical Psychology Program is to provide rigorous training in both contemporary clinical science and clinical assessment and intervention.”

A good deal of the training, especially that related to research, occurs through intensive participation in a research lab directed by a specific faculty mentor. It is this context, through this lab, that students develop their scientific skills and begin presenting their work at professional conferences and publishing in professional journals. Each student, of course, is also part of a cohort of doctoral students with whom they learn, collaborate, and socialize.

In recent years, graduates of our doctoral program have gained employment in tenure-track academic positions, as research scientists in medical schools, and as clinical researchers in a broad range of treatment settings. In addition, many of our graduates practice independently as well as in community settings for under-served populations.

The list of faculty reviewing and potentially accepting applicants for each cycle is listed on the application itself. Please check the application itself or email the admissions office at 

[email protected] for clarification.

Doug Mennin, Ph.D.

Professor, Director of Clinical Training

Research Centers

Dean Hope Center for Educational and Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors. Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations. Additionally, DHCEPS is committed to maintaining a liaison with community-based agencies and organizations such as schools, hospitals, and mental health clinics, among others.

Teachers College Resilience Center for Veterans and Families

The Resilience Center for Veterans & Families pairs groundbreaking research on human emotional resilience with clinical training of therapists to assist veterans and their families as they transition back to civilian life.

Dean Hope Center for Psychological Services

The Dean Hope Center for Educational and Psychological Services (DHCEPS) is an integral part of the teaching and training programs in Clinical, Counseling, School Psychology, Learning Disability and Reading Specialist. The Center works in a two-folded way; first it offers students the opportunity to integrate theoretical coursework with practicum experience within a multidisciplinary setting. This training is foreseen by highly qualified supervisors.  Simultaneously, the DHCEPS offers affordable psychological and educational services to individuals, couples, and families residing in the nearby neighborhood of the New York City area. The emphasis is on respecting and working with clients from diverse, multicultural contexts regardless of age, racial and ethnic background, socio-economic status, sexual orientation, and religious or cultural affiliations.  DHCEPS also commits to maintaining a liaison with community-based agencies and organizations such as schools, hospitals and mental health clinics.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 95
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Two (2) Letters of Recommendation
• GRE General Test

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The Program requires the following:

The completion of 95 points of academic credit during three to four years of residence at the College.

A full-time, twelve-month clinical internship during the fourth or fifth year of study.

An original piece of empirical research, which also serves as a qualifying paper, to be completed during the second year of study.

A passing grade on the certification examination (on Research Methods) during the third year of study.

A Clinical case presentation as well as a research presentation, during the third year, each demonstrating the student’s ability to integrate theory, research, and practice.

A doctoral dissertation, which must be completed no later than the seventh year after matriculation.

During the first year of study, in addition to participating in a research lab, doctoral students typically take the following didactic courses: Ethical and professional issues in clinical psychology (CCPX 5030); Psychological measurement (HUDM 5059); courses on statistics and modeling; Research methods in social psychology (ORLJ 5040); Child psychopathology (CCPX 5034); Adult psychopathology (CCPX 5032); History and systems of psychology (CCPX 6020); and Dynamic psychotherapies (CCPX 5037). Students also take two semesters of psychological testing and diagnostic assessment (CCPX 5330, CCPX 5333) and a course in clinical interviewing (CCPX 5539).

Second Year

During their second year, students’ didactic courses include Brain and behavior (BBS 5068, 5069); Cognition, emotion, and culture (CCPX 5020); Psychotherapy with children (CCPX 5531); Cognitive, behavioral, and interpersonal therapies (CCPX 5038); Clinical work with diverse populations (CCPX 5036); and Seminar on life course development (HUDK 6520). In addition, students sign up for a full year of research practicum with a faculty member (culminating in an empirical second- year project), a full-year adult psychodynamic psychotherapy practicum (CCPX 6335), and an additional elective full-year clinical rotation (e.g., on child and adolescent psychotherapy; on neuropsychological assessment).

Third-year didactic courses include Group dynamics: A systems perspective (ORL 5362); and Dissertation seminar (CCPX 7500). There is also a full-year advanced psychodynamic clinical practicum (CCPX 6336) and a one-semester supervision and consultation practicum (CCPX 6333). Most students also elect a full-year family therapy practicum (CCPJ 6363).

Fourth and Fifth Year

The fourth year is typically focused on clinical externship (CCPX 5230) and extensive work on the dissertation. A full-year fourth year psychotherapy practicum (CCPX 6338) is recommended, though not required. Year five is usually spent on a full- year clinical internship (CCPX 6430).

The program allows only 12 points of graduate work from another institution to be transferred. No transfer credits are awarded for practica, workshops, or independent study.

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Teachers College, Columbia University 328 Horace Mann

Contact Person: Rebecca Shulevitz

Phone: (212) 678-3267 Fax: (212) 678-8235

Email: shulevitz@tc.columbia.edu

DEPARTMENT OF PSYCHOLOGY

• Undergraduate
• Graduate Studies in Psychology
• Areas of Specialization
• Considering Clinical Psychology

What Does It Take to Get Into Graduate School in Clinical Psychology?

Admission to PhD programs in clinical psychology is very competitive. Ratios of 300 applicants to 8 positions are common (though perhaps 10-15 people would have to be accepted to fill the 8 slots; some who are accepted decide to go elsewhere, or enter a different kind of graduate or professional program ). Different programs emphasize different characteristics, but it is safe to say that in all programs GREs and GPAs are examined closely. Graduate students in Northwestern's program have averaged over 1400 on the GRE (Verbal plus Quantitative), with an average GPA of over 3.5. (GPAs for the last two years of undergraduate schooling are most important, so students with uneven early records have a good chance if they've improved.) There are respectable programs whose students score lower on these measures, but students who have lower than 1200 on the GRE or a GPA of less than 3.3 can expect to find it difficult to get into a top graduate program in clinical psychology without other special qualifications.

Regarding less standardized criteria, most graduate programs in clinical psychology will prefer that you have taken a course in psychopathology, e.g., our Psych 303. Introduction to Clinical Psychology (Psych 306) can also be useful, in part as a way to learn more about the field and your options within it. Most graduate schools also expect students to have obtained some research experience. The primary concern is that students should have conducted some psychological research in order to know whether they find it interesting. From an admissions perspective, it is less important that you have had clinical research experience than it is that you have had meaningful research experiences (e.g., not just entering data). It is also important that you be able to solicit a letter of recommendation from at least one research supervisor. This means that it is important to get involved in research before you do your applications. If you plan to apply to graduate programs during fall of your senior year, then you should begin your research involvement as a junior, or even earlier.

Northwestern’s psychology department offers many  research opportunities  for undergraduate students. Each quarter, many of our students do  research for course credit  through 399-Independent Study or the two-quarter sequence 397-Advanced Supervised Research. You can learn more about 399 and 397, including their requirements and the differences between them, by reading our webpage on research for course credit. This page also includes tips on choosing a professor with whom to do research. Other students obtain paid positions in the department, typically through the federal  work-study program . You should make sure that your research experience provides you with an in-depth look at the nature of psychological research and at the theories and past research relevant for the questions under investigation. Entering data, scheduling research participants, and so on are integral parts of the research process, but it is important to do much more than that.

Some psychology students hope to do research that is outside the specific projects for which their faculty supervisors have funding. In addition, students who want to do research on campus during the summer may need to earn money for living expenses. Northwestern University, Weinberg College, and the psychology department all have funds available on a competitive basis to support student research. Guidelines for applying for the psychology department’s Benton J. Underwood Summer Fellowship are always included in the winter edition of our undergraduate newsletter,  Swift Thinking . See the Weinberg College webpage on  funds for undergraduate research  and the university page on  Research Opportunities for Undergraduates  for additional funding options.

Many graduate schools give a great deal of consideration to the likely match between potential students' interests and faculty interests. Students can convey their interests through the personal statements they include in their applications and in direct contact with relevant professors. If you have strong interests in a professor's research, this will make you a much more desirable applicant to that person. But you must be able to convey that your interests are serious, for example, by discussing a specific study. Faculty will not be impressed if it appears that you merely scanned the departmental brochure searching for topics that sound interesting.

Students may also want to consider trying some hands-on counseling-type work. Many agencies accept and train volunteers. For example, volunteering at a teen drop-in center or a hospital, working as a camp counselor for special needs children, and answering phones for a helpline can all be relevant experiences. If your goal is to work with some specific population – troubled teens, the elderly, autistic children – then you should try to gain some firsthand experience with this population. In part, this may serve as a valuable credential when you apply for graduate training. Perhaps more importantly, it will let you know if working with this population is as rewarding for you as you expect it to be. Two student groups –  Northwestern Community Development Corps (NCDC)  and  OASIS  – are good sources of information about volunteer opportunities in Evanston and surrounding communities

PhD in Clinical Psychology curriculum

The composition of our rigorous curriculum.

Our PhD in Clinical Psychology program curriculum includes foundational, research and clinical courses that meet the requirements of New York State Department of Education and the American Psychological Association , as well as a structure that provides for content that continues the distinctly Derner tradition.

The program requires 106.5 credits for graduation, including six elective courses, which permits the curriculum to evolve and stay current with the demands of the clinical psychology field.

Gordon F. Derner School of Psychology

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Doctor of Clinical Psychology Programs in America

1-25 of 143 results

McCormick School of Engineering and Applied Science

Evanston, IL •

Northwestern University •

Graduate School

• • Rating 5 out of 5   3 reviews

Master's Student: Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical, policy, and business/economics of the energy and sustainability sector pulling professors from the Kellogg School of Management as well as the McCormick School of Engineering. The industry professionals are leaders in their respective fields and are always willing to help the students. The cohort focused program enables deep connection among the students that will last a lifetime! ... Read 3 reviews

Northwestern University ,

Graduate School ,

EVANSTON, IL ,

3 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says Northwestern's Master of Science in Energy and Sustainability is a first of its kind professionally focused master's program in the nation. Interdisciplinary by design, MSES covers the technical,... .

Read 3 reviews.

The Graduate School of Arts & Sciences - University of Virginia

Charlottesville, VA •

University of Virginia •

• • Rating 4 out of 5   1 review

Alum: Very good in some areas, excellent in other areas, many academic choices available in all areas of study ... Read 1 review

University of Virginia ,

CHARLOTTESVILLE, VA ,

1 Niche users give it an average review of 4 stars.

Featured Review: Alum says Very good in some areas, excellent in other areas, many academic choices available in all areas of study .

Read 1 reviews.

College of Liberal Arts - University of Texas - Austin

Austin, TX •

University of Texas - Austin •

University of Texas - Austin ,

AUSTIN, TX ,

Suffolk University

Graduate School •

• • Rating 4.53 out of 5   15

University of Hartford

WEST HARTFORD, CT

• • Rating 4.55 out of 5   38

American University

WASHINGTON, DC

• • Rating 4.54 out of 5   147

College of Arts, Sciences, and Engineering - University of Rochester

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   2 reviews

Alum: The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can pick and choose what subfields to focus on, and all fields are offered. Amazing professors. In all my classes, I felt one professor was bad at teaching. All the others were very competent, and the best were extremely passionate about their class/field of research. ... Read 2 reviews

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

2 Niche users give it an average review of 4 stars.

Featured Review: Alum says The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can... .

Read 2 reviews.

Dedman College of Humanities and Sciences

Dallas, TX •

Southern Methodist University •

Southern Methodist University ,

DALLAS, TX ,

BYU College of Family, Home, and Social Sciences

Provo, UT •

Brigham Young University •

• • Rating 5 out of 5   2 reviews

Master's Student: I will be starting the EMPA program at Brigham Young University this fall, and have been so impressed with the communications I have received as a new grad student. BYU's faculty have been professional, welcoming, and enthusiastic, which has inspired an excitement in me to begin studying. ... Read 2 reviews

Brigham Young University ,

PROVO, UT ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says I will be starting the EMPA program at Brigham Young University this fall, and have been so impressed with the communications I have received as a new grad student. BYU's faculty have been... .

• Find college scholarships

University of Washington College of Arts & Sciences

Seattle, WA •

University of Washington •

University of Washington ,

SEATTLE, WA ,

GW School of Medicine and Health Sciences

Washington, DC •

George Washington University •

• • Rating 4.73 out of 5   11 reviews

Doctoral Student: GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside of. medicine and bring this to the classroom and beyond. The location is amazing with major health organizations and hospitals nearby. The curriculum is focused on evidence-based care and cutting edge research. From day one. you dive in hands on. The pace is intense at times, but the faculty is supportive and available. ... Read 11 reviews

George Washington University ,

WASHINGTON, DC ,

11 Niche users give it an average review of 4.7 stars.

Featured Review: Doctoral Student says GW selects an eclectic class. I noticed the diverse backgrounds, age groups, and interests among the students. Half the class are women. Students have a wide-variety of interests and talents outside... .

Read 11 reviews.

UC San Diego School of Medicine

La Jolla, CA •

University of California - San Diego •

Current Doctoral student: The UCSD School of Medicine is a top-ranked medical school located in La Jolla, California, and is widely regarded as one of the best medical schools in the country. The school is part of the University of California system, known for its excellence in education and research. One of the strengths of the UCSD School of Medicine is its focus on innovation and collaboration. The school's curriculum emphasizes active learning and hands-on experience, with opportunities for students to participate in research projects and community service programs. The curriculum also encourages students to explore areas outside of traditional medicine, such as business and law, to help prepare them for a rapidly changing healthcare landscape. Overall, the UCSD School of Medicine is a highly respected institution that provides students with an excellent education and numerous opportunities for research and the ability to live in a beautiful city. ... Read 2 reviews

University of California - San Diego ,

LA JOLLA, CA ,

Featured Review: Current Doctoral student says The UCSD School of Medicine is a top-ranked medical school located in La Jolla, California, and is widely regarded as one of the best medical schools in the country. The school is part of the... One of the strengths of the UCSD School of Medicine is its focus on innovation and collaboration. The school's curriculum emphasizes active learning and hands-on experience, with opportunities for... .

Henry Kendall College of Arts & Sciences

Tulsa, OK •

The University of Tulsa •

Graduate Student: Overall, it’s pretty good to be a grad student at TU in A&S, but that is changing rapidly. The faculty care about us and the other students do as well, but neither the Board of Trustees nor the President nor the Provost (now acting President) actually care about this particular group of students. They’d honestly rather A&S disappear to make way for “industry jobs”. If your goal is to pursue Psychology, then TU is a solid option. Other degrees housed under A&S? I’d look elsewhere just to be safe. ... Read 1 review

The University of Tulsa ,

TULSA, OK ,

Featured Review: Graduate Student says Overall, it’s pretty good to be a grad student at TU in A&S, but that is changing rapidly. The faculty care about us and the other students do as well, but neither the Board of Trustees nor the... .

Ferkauf Graduate School of Psychology

Bronx, NY •

Yeshiva University •

• • Rating 3 out of 5   1 review

Yeshiva University ,

BRONX, NY ,

1 Niche users give it an average review of 3 stars.

The Wheaton College Graduate School - Illinois

Wheaton, IL •

• • Rating 4.56 out of 5   27 reviews

Current Master's student: The staff is phenomenal, in and out of the classroom! Small-town feels, but very close to Chicago so the city life is close by. Academically challenging ! ... Read 27 reviews

WHEATON, IL ,

27 Niche users give it an average review of 4.6 stars.

Featured Review: Current Master's student says The staff is phenomenal, in and out of the classroom! Small-town feels, but very close to Chicago so the city life is close by. Academically challenging ! .

Read 27 reviews.

• Sponsored Find Student Loan Options
• Masters in Community Psychology Programs
• Masters in Forensic Psychology Programs

College of Arts and Sciences - Syracuse University

Syracuse, NY •

Syracuse University •

Master's Student: The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide students with the quality education needed to become excellent clinicians. The clinical faculty does an amazing job at supporting their students and allowing them to develop clinical skills for all types of speech and language disorders. This program does so much more than just providing students with education on the field of speech-language pathology. Students are constantly challenged to use complex skills like analytical thinking, collaborating with peers, and so much more. This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for the speech program is nothing special. Almost all masters classes are in the same, small classroom with no windows. ... Read 2 reviews

Syracuse University ,

SYRACUSE, NY ,

Featured Review: Master's Student says The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide... This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for... .

Graduate School of Education and Psychology - Pepperdine University

Los Angeles, CA •

Pepperdine University •

• • Rating 4.75 out of 5   105 reviews

Master's Student: My experience in Clinical Psychology with an emphasis on Marriage and Family Therapy with LatinX Communities at Pepperdine University (also known as the Aliento Program) is something I have not experienced in the education system. That means enjoyable learning and not ignorant learning, where everything is about tests, grades, and even memorization. My professors here deeply care about me and my community and they show it. They are so skilled at what they do and made me realize and reflect on things that I did not think about before. They tell us that this program is about supporting one another and not about competition. I also feel the sense of community in the program where everyone is close to one another compared to other programs where students are distant from each other. I love this program because it feels like home, it feels like a family away from my biological family. This program made me realize so much about my community and culture which makes me want to learn more. ... Read 105 reviews

Pepperdine University ,

LOS ANGELES, CA ,

105 Niche users give it an average review of 4.8 stars.

Featured Review: Master's Student says My experience in Clinical Psychology with an emphasis on Marriage and Family Therapy with LatinX Communities at Pepperdine University (also known as the Aliento Program) is something I have not... .

Read 105 reviews.

Auburn University College of Liberal Arts

Auburn, AL •

Auburn University •

Auburn University ,

AUBURN, AL ,

Saint Louis University- College of Arts and Sciences

St Louis, MO •

Saint Louis University •

Doctoral Student: Faculty are generally supportive, professional, and offer great training. There are resources for curriculum development and development as a teacher. Institutional support may vary by department or school, but I am funded with a stipend and health insurance. ... Read 2 reviews

Saint Louis University ,

ST LOUIS, MO ,

Featured Review: Doctoral Student says Faculty are generally supportive, professional, and offer great training. There are resources for curriculum development and development as a teacher. Institutional support may vary by department or... .

College of Arts and Sciences - Baylor University

Baylor University Graduate School •

Baylor University Graduate School ,

College of Arts and Sciences - American University

American University •

American University ,

College of Arts and Sciences - University of South Carolina

Columbia, SC •

University of South Carolina •

• • Rating 4.5 out of 5   2 reviews

Current Master's student: My academic program has given me many opportunities to become a social worker post-graduation. The College of Social Work is great. ... Read 2 reviews

University of South Carolina ,

COLUMBIA, SC ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Current Master's student says My academic program has given me many opportunities to become a social worker post-graduation. The College of Social Work is great. .

Graduate School of Professional Psychology - University of Denver

Denver, CO •

University of Denver •

• • Rating 1 out of 5   1 review

University of Denver ,

DENVER, CO ,

1 Niche users give it an average review of 1 stars.

School of Public Health and Health Professions - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

Doctoral Student: I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

Featured Review: Doctoral Student says I enjoy the University at Buffalo, School of Nursing. I currently attend for graduate school and the professors are amazing! They want you to succeed and achieve everything on your to-do list. .

Harpur College of Arts and Sciences

Binghamton, NY •

Binghamton University, SUNY •

• • Rating 4.25 out of 5   4 reviews

Master's Student: The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new breed that want to show the professor and class how much they know as much as they want to learn new things. ... Read 4 reviews

Binghamton University, SUNY ,

BINGHAMTON, NY ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new... .

Read 4 reviews.

College of Arts and Sciences - Texas Tech University

Lubbock, TX •

Texas Tech University •

Texas Tech University ,

LUBBOCK, TX ,

Klingler College of Arts and Sciences

Milwaukee, WI •

Marquette University •

• • Rating 4.67 out of 5   3 reviews

Other: Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. ... Read 3 reviews

Marquette University ,

MILWAUKEE, WI ,

3 Niche users give it an average review of 4.7 stars.

Featured Review: Other says Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors. Not good advisors but great professors.... .

College of Liberal Arts and Social Sciences - University of Houston

Houston, TX •

University of Houston •

• • Rating 4 out of 5   3 reviews

Current Master's student: The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and allows students to follow their academic path and find classes that fit their program. The advisors at UH are on top of things and are always able and willing to help. I would honestly say that UH is a great place for academics! ... Read 3 reviews

University of Houston ,

HOUSTON, TX ,

3 Niche users give it an average review of 4 stars.

Featured Review: Current Master's student says The academic program is rather good at the University of Houston. I have three social work classes and they are robust and full of great information. The choices of classes at UH is very good and... .

The New School

NEW YORK, NY

• • Rating 4.46 out of 5   37

College of Health and Human Services - IUP

Indiana University of Pennsylvania •

INDIANA, PA

Showing results 1 through 25 of 143

Health, Brain, and Cognition Lab

Persistence pays: successful applicant to a clinical psychology phd. program tells what it’s like.

In the Voss lab, we have a diverse range of graduate students earning a PhD in either Behavioral and Cognitive Neuroscience, Neuroscience, or like our newest graduate student addition Liam, in Clinical Science. Applying to a PhD program can be incredibly confusing as the process varies depending on the program type and the specific school. For the sake of this post, I will be focusing on the application process to clinical psychology (aka clinical science) programs specifically. 

Clinical psychology PhD programs are unique as they can produce individuals who conduct research, practice as a clinician, or do a little bit of both in a multitude of settings. This is unlike a Master’s program where the training is much shorter and allows graduates to practice just as a clinician or requires additional training in a PhD program to be able to conduct research. Further, PsyD programs are similar to PhD programs, however they differ as their primary focus is on clinical practice and typically produce sole clinicians. The combination of training to reach expert levels in both clinical work and research conduction is specific to clinical psychology programs. 

Clinical psychology programs are rigorous and commonly last 6 years where 5 years are a combination of classes, clinical work, research, and working on and defending your dissertation. The 6 th year is spent ‘on internship’ where an in-depth clinical training experience, typically at a different institution, takes place. It is common to find clinical psychologists in academic medical centers, hospitals, colleges, or universities, primary or secondary education schools, and private practices. Whether conducting research in a laboratory setting or working with patients in a clinical setting, clinical psychologists typically work in the realm of assessment, diagnosis, and treatment of mental, emotional, and behavioral disorders in a range of individuals (U.S. Bureau of Labor Statistics, 2023). 

Each program will provide students with clinical and research training, but each program has its own training model: some schools emphasize research relatively more than clinical training, clinical over research, or have an even split between the two. Deciding where to apply typically depends on one’s career goals. When applying, the applicant technically first must meet the requirements of the program although they are more so applying to a specific lab within the program. The options of where to apply can be limited depending on the application cycle as: 1) the school must have a clinical psychology training program, 2) the lab one is interested in needs to be accepting a student (labs do not take a student every year, typically due to funding), and 3) the lab should ideally fit with the applicant’s prior experiences and/or research interests. In my experience, I have seen clinical programs report receiving anywhere from 300-800 applications. The number of applications a program receives is the cumulative number of applications each lab at the school receives that year. On average, I have seen schools report taking cohort sizes of around 8-12 students. Typically, specific labs say that they receive at least 100 applications and usually have spots for only 1 or 2 students. Averaging these numbers makes a 1.8% chance of being accepted into a program and about a 1% chance of being accepted into a specific lab (this is the number that matters as you have to be accepted into a lab to be in the program). 

The application process can be expensive costing anywhere from $30 to more than $100 per application. In my experience, individuals apply to upwards of 8-12 schools but I have heard of individuals applying to as many as 20 schools in a given application cycle. Additionally, with the odds of being admitted into a program being so low, it is typical to not get accepted the first or even second time applying to programs, making repeat applicants common. To be as competitive as possible it is recommended (not required) to have postbaccalaureate research experience. Typically, you need to be in this position long enough to produce independent research projects to present as a poster or an oral presentation at national or international conferences. Additionally, it is common to see individuals with first author publications. Getting these experiences typically takes 2+ years with substantial time dedicated to research. 

Filling out applications is not a streamlined process. Each program has its own unique application form. In addition to asking for basic information such as your name, address, schools attended, classes taken, GPA, etc., it is standard for programs to ask for transcripts, 3 letters of recommendation (at least one is expected to be written by the supervisor of a lab you worked in or supervisors from clinical experience), a curriculum vitae, and perhaps the most important piece, the personal statement. 

The personal statement is typically 2-3 pages where you explain  why  you are interested in earning a PhD in clinical psychology,  what   area of research you’d like to pursue,  why   you are applying to this particular program and lab, and  how  your past experiences fit this narrative. This is perhaps the most important part of the application process, and it can take months to come up with a final draft. This statement typically has slightly different requirements per school and certainly needs to be unique to the lab you are applying to. This is an opportunity to convince the lab that you have experiences that relate to their work and offer a unique perspective that wins you an interview. For this reason, it is good to identify programs you are most interested in early, being the summer and the fall before you apply, so that you can reach out to the lab and the program. This ensures the lab you are interested in is taking a student this cycle and to assess your fit.

I personally found it impactful to email early, keep it short by briefly mentioning who I work with, my career goals, the broad scope of my projects, what I hope to do in graduate school in relation to their lab specifically, and find a way to include a fact that will help them remember me! For example, for one of the labs I ended up interviewing with, I mentioned how I am familiar with their work as the Voss Lab modified one of their cognitive computer tasks that I know well as I have administered and scored it. 

Typical due dates for clinical psychology applications are either November 15 th or December 1 st . Once materials are submitted, schools will reach out within a month or two. At this point, more and more labs are conducting ‘preliminary interviews’ where you ‘interview’ to get a spot for the official interview day, which can be virtual or in person. 

Given you are lucky enough to be offered a spot at one program or a few, it is time to decide if their stipend, program, research, location, etc. will be something you are happy with for at least 5 years. If you do not get any offers, it is time to decide if you want to go through this again and if so, start preparing for next year. 

As a multi-time applicant, I believe I made the biggest impact on my application in between the 2022 and 2023 application cycle (the most recent cycle). Everyone’s journey into a PhD program is unique and there is no one correct way to get in, which can be frustrating. In my personal experience the accomplishments that were most positively commented on by interviewers were: my diversified lab experiences, my submitted co-first author paper, giving a presentation at a high-profile conference in my field, submitting my first grant (National Science Foundation- Graduate Research Fellowship Program), and my plethora of experiences with research participants and clinical populations. Lastly, my network of individuals who are currently in PhD programs, are in the field of clinical psychology or related fields, or those who are just great at writing, has grown. Because of this, I was able to receive numerous different perspectives on how to best convey my experiences in a persuasive, clear, and professional way. I cannot thank all of the participants, patients, mentors, friends, and family enough who have supported me in my journey of applying to PhD programs!

Kelsey Baller has recently been accepted into the clinical psychology PhD program at Washington University in St. Louis. A graduate of the University of Iowa with a Bachelor of Science degree in psychology and a minor in Spanish, she has worked as a post-baccalaureate research assistant at the Health, Brain, and Cognition Lab for the past three years.

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MS in Clinical Psychoparmacology (Post Doctorate)

Increasing access to multi-dimensional mental health care

  Credit hours: 30

  On-campus (1 intensive Maymester course) and online courses

  Start terms:  fall

Apply to CU Denver

The post-doctoral masters of clinical psychopharmacology is designed to provide you with the didactic information to use clinical psychopharmacology information, comprehend new psychopharmacology research, and consider how this information can be integrated into an ethical and culturally responsive clinical psychology practice. Prescribing psychology has been shown to be a safe and effective step toward meeting the overwhelming unmet mental health needs in the US for over 30 years.  We are excited that the passage of HB-1701 in Colorado, now means that psychologists in Colorado have the opportunity to be part of this growing field.

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists.

• Program Highlights
• Learning Outcomes
• Tuition and Funding
• Admission Process and Deadline
• Admission Requirements

Becoming a prescribing psychologist doesn't just give you the power to prescribe medication, but also the power to unprescribe medication when the patient has reached their sustainable clinical goals to prevent medication overuse, reduce patient costs, and the impact of side effects. Our program will teach you to do both.

The program is primarily online, with the exception of a 1 week intensive on campus course in the summer between year 1 and 2 covering physical assessment and lab analysis. The program is designed for working professionals with weekly synchronous online class meetings, and asynchronous work. Academic year semesters will be divided into 8 week terms, with 2 classes per semester (so that students will take 2 courses per semester, but they take them sequentially rather than simultaneously). Courses are generally required to be completed in the order listed below, though exceptions could be made in unique situations.

The Psychopharmacology curriculum

The program is designed to meet the didactic requirements as laid out by the American Psychological Association and the state of Colorado for the training of prescribing psychologists. Complete the required courses in order:

• Clinical Science 1: Basic Science
• Clinical Science 2: Neuroscience
• Pathology and Pathophysiology
• Clinical Medicine
• Applied Clinical Science
• Pharmacology
• Clinical Pharmacology
• Neuropharmacology & Neurotherapeutics
• Clinical Psychopharmacology 1
• Clinical Psychopharmacology 2
• Professional & Ethical Issues

Third Year Clinical Psychopharmacology Fellowship Certificate

If you are on the Clinical Licensing Track and intend to pursue licensure, you will also need to complete the 3rd year Psychopharmacology Fellowship Certificate. This is designed to meet the supervised practice requirements of the state of Colorado. It is a period of not less than 12 months with a minimum of 750 hours with 150 unique patients . For those wishing to have a geriatric or pediatric special population endorsement for their Colorado license, 250 of those hours must be focused on the specific population desired (e.g. geriatric or pediatric).

Topics include:

• Observatory Fellowship – including physical assessment and integrative health components
• Prescribing Psychopharmacology Fellowship 1 – initial experience in supervised psychopharmacology practice
• Prescribing Psychopharmacology Fellowship 2 – expanded experience in supervised psychopharmacology practice

Program Objectives

Goal #1: prepare students to use clinical psychopharmacology scientific research., objectives for mscp goal #1:.

• 1a.Students will acquire knowledge of basic research methods in clinical psychopharmacology.
• 1b.Students will acquire basic understanding of statistical analytic methods in clinical psychopharmacology.
• 1c. Students will be able to read and integrate empirical research into their clinical psychopharmacology practice.

Competencies for Goal 1 Objectives:

• Demonstrate entry-level ability to review, integrate, and critically evaluate research in clinical psychopharmacology.
• Demonstrate entry-level ability to understand and share scientific psychopharmacology research findings to peers and patients.
• Demonstrate critical and integrative thinking skills as well as intellectual curiosity.

Goal #2: Students will be trained to be capable entry-level practitioners of clinical psychopharmacology information.

Objectives for goal #2:.

• 2a. Students will acquire information about human anatomy and physiology, pharmacology, and neuroscience.
• 2b. Students will acquire knowledge of theory and research to understand psychological disorders in the context of multi-dimensional aspect of physical health and illness.
• 2c. Students will acquire knowledge of theory and research and related skills to conduct effective evidence-based psychopharmacological assessment and psychopharmacological interventions.
• 2d. Students will acquire knowledge regarding the application of ethical concepts and awareness regarding professional activities.
• 2e. Students will be knowledgeable and sensitive to individual, group, and cultural differences in clinical practice.

Competencies for Goal 2 Objectives:

• Demonstrate entry-level knowledge of human anatomy, physiology, pharmacology and neuroscience.
• Demonstrate entry-level ability to diagnose psychological disorders in the context of physical health and illness.
• Demonstrate entry-level ability to conduct psychopharmacological and physical assessment.
• Demonstrate entry-level ability to select and deliver empirically-supported and evidence-based psychopharmacological interventions.
• Understand ethical principles and demonstrate ethical behavior in the application of clinical psychopharmacology practice.
• Demonstrate sensitivity to cultural and diversity issues and adapt clinical psychopharmacology practice accordingly.

PF_C Goal #1: Students will be trained to be competent as entry-level clinical psychopharmacology prescribers.

Objectives for pf_c goal #1:.

• 3a. Students will acquire basic knowledge of biopsychosocial principles and research relevant to clinical psychopharmacology.
• 3b. Students will acquire basic, entry-level skills to conduct diagnostic assessments, and provide psychopharmacology services in clinical psychology and integrated health settings.

Competencies for PF_C Goal #1 Objectives:

• Demonstrate knowledge of biopsychosocial principles in the application of psychopharmacology practice.
• Demonstrate knowledge of clinical psychopharmacology research and ability to integrate best-principles into practices.
• Demonstrate knowledge and entry-level skill in application of clinical psychopharmacology assessment and prescribing skills in clinical psychology and integrated health settings.

Course tuition rates for the MSCP program AY 2024-25 if you are taking the program as outlined to complete the MSCP in two years and the Fellowship in your 3rd year.

For 2024-25 Academic Year:

• Extended Studies Online courses: $700/credit hour + online course fees
• Extended Studies In person course (Physical Assessment): $700/credit hour + course and materials fee -TBD
• Fee Schedule   
• No surcharge for out of state tuition

This is an extended studies professional program. Some employers may fully or partially reimburse you for participating in this degree program. Please check with your employer to see if they may provide reimbursement to lower the final cost of the program for you.

Clinical Psychopharmacology MS students are accepted for Fall admission only. Applications by pre-doctoral applicants must submitted by July 15th. Post-doctoral candidates who submit by July 15th will receive priority consideration for admission and funding opportunities. Applications by post-doctoral candidates submitted after the deadline are considered on a rolling basis until the first day of the semester.

Application Materials

For applicants currently holding a phd or psyd in a mental health field:.

• Two letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate credit hours were taken
• Statement of purpose and goal of graduate study (Part 2, Question 6 on application).
• International students: Please contact International Education for requirements and guidance.

For pre-doctoral applicants:

• Three letters of recommendation (must be from academic/professional sources)
• Arrange submission of official transcripts from all schools where graduate and undergraduate credit hours were taken
• Professional De-identified Clinical Writing sample
• Optional: GRE score not required, but may be submitted to aid application file

University Graduate Admissions (How to Apply)

Post-doctoral Applicants

• Completion of a PsyD or PhD in a mental health field
• If licensed, must be in good standing.

Pre-doctoral Applicants

• Must be currently enrolled in a PsyD or PhD mental health program
• Must have successfully completed a minimum of 45 hours of graduate coursework in their mental health program with a minimum 3.0 GPA. As part of the graduate coursework requirement, the applicant must have evidence on their transcript that they completed the 5 courses below with a minimum of a B-/80% in each class:
• Psychopathology/Abnormal Psychology/Diagnostics
• Biological Bases of Behavior/Neuroscience
• Research Methods
• Clinical Assessment/Interviewing/Clinical Practicum

Other professionals

For unique situations, please contact the program director prior to the July 15th application deadline to discuss your qualifications further.

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30 Best universities for Psychology in Moscow, Russia

Updated: February 29, 2024

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Below is a list of best universities in Moscow ranked based on their research performance in Psychology. A graph of 406K citations received by 66.7K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Psychology

2. National Research University Higher School of Economics

3. Moscow Medical Academy

4. Russian National Research Medical University

5. RUDN University

6. Moscow Institute of Physics and Technology

7. National Research Nuclear University MEPI

8. Russian Presidential Academy of National Economy and Public Administration

9. Moscow State Pedagogical University

10. Finance Academy under the Government of the Russian Federation

11. Bauman Moscow State Technical University

12. Moscow State Institute of International Relations

13. N.R.U. Moscow Power Engineering Institute

14. Moscow Aviation Institute

15. Plekhanov Russian University of Economics

16. Russian State University for the Humanities

17. State University of Management

18. Russian State Social University

19. National University of Science and Technology "MISIS"

20. Moscow State Linguistic University

21. New Economic School

22. Russian State University of Oil and Gas

23. mendeleev university of chemical technology of russia.

24. Moscow Polytech

25. Moscow State University of Railway Engineering

26. National Research University of Electronic Technology

27. Moscow State Technological University "Stankin"

28. Pushkin State Russian Language Institute

29. Russian State Agricultural University

30. Moscow International University

Universities for Psychology near Moscow

Psychology subfields in moscow.

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What Can You Do With a Master's in Psychology?

Published on: March 5, 2024

If you already have a bachelor's degree and are looking to expand your career prospects, then it may be time to explore an advanced degree. Specifically, a master's degree in psychology can open the door for all kinds of job opportunities. Whether you are interested in pursuing a more traditional clinical/counseling role or are interested in a corporate role, there are plenty of potential jobs with a psychology master's degree.

With a better understanding of the different types of master's degrees in psychology along with some common career paths for this degree, you can determine whether this path may be right for you.

Get Your Applied Psychology Degree

Types of Master's Degrees in Psychology

Psychology is a relatively broad field, so there are quite a few different master's degree programs available that you may want to consider. The two main types of degrees are a Master of Arts and a Master of Science (or applied science).

So, what is the difference between an MA and an MS in psychology? Typically, an MA is more focused on the application and practical uses of psychology concepts (such as in a clinical setting), whereas an MS is more focused on the scientific methods and research behind psychology concepts.

Both degree types can have their benefits, depending on what you are planning to do with your degree and where your interests lie. For many students, a Master of Applied Science in psychology offers the best of both worlds, incorporating some scientific research/theory while also covering practical applications that can be useful in the real world.

Within graduate degrees in psychology, there may also be specialized degree programs for those who want to focus their studies even further. You may be able to explore master's degree programs, for example, in:

• Behavioral psychology
• Clinical psychology
• Forensic psychology
• Organizational psychology

Job Outlook for Master's in Psychology Graduates

There is an increasing demand for psychologists and those with graduate-level psychology degrees across the United States. In fact, according to the U.S. Bureau of Labor Statistics (BLS), the job outlook for psychologists is  expected to grow by 6 percent between 2022 and 2032. That's faster than the national average for all occupations.

Common Careers With a Master's in Psychology

So, what can you do with a master's in psychology? There are so many possibilities to explore, depending on what your interests and career aspirations look like. From clinical roles to corporate, educational and legal roles, you can explore the area of the field best suited to your goals.

Clinical and Counseling Roles

Some people who obtain their master's degrees in psychology go on to work clinical jobs in counseling, therapy and similar roles. Of course, this will depend on the state in which you plan to work. Some states allow psychologists to practice at a limited capacity with just a master's degree, while others may require a doctoral degree.

Corporate and Organizational Psychology

Interested in more of a leadership role in the corporate world? Then working as a human resources manager can be a challenging yet rewarding line of work for a myriad of graduates with master's degrees in psychology. In this kind of role, you can use your understanding of the human mind and its functions to better serve team members and keep the organization running as smoothly as possible.

Educational and School Psychology

If you are more interested in how the principles and theories of psychology may apply to how people learn and grow, then studying educational or school psychology may be right up your alley. With a master's in psychology and proper training, you may be able to work in this fascinating field as a school psychologist or educational psychologist.

Research and Academia

You do not necessarily have to practice applied psychology in your everyday work to make a career out of it. Some people who obtain their master's degrees in psychology go into the realm of academia. These graduates may collaborate with other academics to conduct important research or even teach classes on psychology. 

Legal and Forensic Consulting

Another potential line of work to consider once you have your psychology degree is getting into legal or forensic counseling. These professionals typically work for police departments and government agencies to handle everything from profiling criminals to conducting psychological research on specific cases. This area of the field can be quite challenging and requires a lot of problem-solving and critical thinking, but it can be a good fit for those who like a good challenge.

Sports Psychology

Some graduates of a master's in psychology program may also end up working in the field of sports psychology, which uses psychological theories and concepts to better understand how athletes develop and reach peak performance. If you have a passion for sports or exercise, then this could be the perfect line of work for you to get into after you finish your degree.

Health Psychology

Another potential career path to consider with a master's degree in psychology is getting into health psychology, where principles and theories are used to promote better health and wellness among patients. As a health psychologist, you might work in a hospital setting or in a physician's office, and you can work with a wide range of ages and populations. This can be an excellent area of the field worth exploring if you enjoy helping others and making a difference.

How to Prepare for the Job Market

Regardless of the specific line of work that you are interested in pursuing, having a master's degree in psychology is only one step toward landing your dream job. There are some additional steps you will want to take to better prepare yourself for the job market and ensure that you are a competitive candidate.

Evaluate Your Career Goals

Start by considering your short- and long-term career goals, or what you see yourself doing in the next several years. Do you plan on finishing school once you complete your master's degree program, or do you see yourself potentially pursuing a mental health doctoral degree? Ultimately, this will depend on how far you want to work up your career ladder and what you envision yourself doing professionally down the road.

Identify Your Preferred Clientele or Work Environment

You will also want to consider the kind of people you prefer to work with and where you would like to work within the psychology field. For example, if you enjoy working with children, then getting into school psychology can be a great starting point. On the other hand, if you prefer to take on more of a human resources role where you work in an administrative setting, then organizational/corporate psychology may be a better fit.

Develop Essential Skills

Once you have a better idea of where you see yourself working within the psychology field, you can begin working on the skills you need to succeed in these areas. Many of the skills you need can be sharpened during your graduate program, but you may need to work separately on some essential soft skills (such as communication and critical thinking) to stand out from other talent.

Acquire Necessary Qualifications

Depending on the line of work that you are pursuing, you may also need to acquire additional qualifications beyond your formal degree. For instance, in some states you need to obtain a license to practice as a psychologist. In other areas of the field, certification or other designations may be preferred or required by employers.

Take the Next Step in Your Educational Journey With Husson University

A master's degree in psychology can help you take your career to new heights or even open the doors of opportunity for a career change. That said, not all graduate degree programs are created equal — which is why it is so important to explore and thoroughly research your options before you commit to a program.

At Husson University Online, we offer a  master of science degree in applied psychology  that can be completed in as little as 24 months. This program includes a flexible curriculum that allows you to personalize your studies, as well as free 24/7 tutoring services and career services for all students.  Get in touch  to learn more about this program or any of our other available programs. We would love to speak with you!

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Exciting Jobs You Could Get With a Psychology Major

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How to Become a Psychiatric Mental Health Nurse Practitioner

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The Institute of Psychology

The Institute of Psychology was created in 1920 and is the birthplace of French psychology. It was the first institution to train psychologists at the university level. The Institute has 4,000 students studying psychology from the undergraduate to the post-graduate level. It is one of the only training and research centers in France to offer a broad range of courses in the other subdisciplines that lead to the many careers in psychology. In addition, the Institute of Psychology sets itself apart through its experimental, clinical and applied research on societal issues and in the fields of health and education.

Programs at the Institute of Psychology

Since its inception, the Institute of Psychology has trained psychologists in order to respond to the various needs in the fields of health and education, as well as the needs arising in the corporate world and from socio-economic stakeholders.

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Permanent staff, practitioners, administrative and technical staff members.

Combined Degrees Psychology/Clinical Mental Health Counseling

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Save on tuition and fast-track to a Clinical Mental Health Counseling master’s degree through JWU’s combined B.S. Psychology/M.S. Clinical Mental Health Counseling program.

If you apply and qualify* for this unique option, you’ll be able to enroll in 4 core counseling graduate courses that will count toward your Psychology bachelor’s degree.

Receive your bachelor’s degree in Psychology and master’s degree in Clinical Mental Health Counseling and start working toward your professional licensure a full semester ahead of schedule.

Note for Charlotte Students

Charlotte students only need to transfer to Providence after they have completed their senior year and are ready to start full time as graduate students. The 4 Grad courses offered as part of this accelerated program will be offered synchronously to both Charlotte and Providence students over Zoom.

* Students must satisfy separate admission requirements for both undergraduate and graduate programs. Admission to the undergraduate program does not guarantee admission to the graduate program.

Explore the full JWU Catalog course listing for the M.S. program:

Clinical Mental Health Counseling

Explore the JWU Catalog course listing for the combined B.S./M.S.:

Combined B.S./M.S.

Faculty Contacts

Jonathan Mosko, Ph.D. 401-598-1425 Email

Howard Slutzky, Psy.D. 980-598-3224 Email

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Program(s) Available: B.A., B.S., Minor

Are you interested in understanding human behavior, mental processes and how people think, act and feel? A psychology degree is highly valued by employers who are looking for analytical and reasoning skills.

Why Study Psychology at Northwest

Psychology  majors explore the scientific study of a person’s thoughts and behaviors. Northwest faculty help students understand three core areas: scientific research methods that enhance critical thinking skills, evidence and claims knowledge; insight into an individual’s behavior, motives and thought processes; and the understanding of the biological and social factors that contribute to human development, cognitive skills, relationships and personality.

Pick your path

Psychology b.a. or b.s..

A Bachelor of Science or Bachelor of Arts in psychology is available at Northwest. A minor is required with both programs. View the 4-year plan or catalog for courses and more information.

Psychology 4-YEAR PLAN (B.S.)

Psychology 4-YEAR PLAN (B.A.)

Online program

Earn your bachelor’s degree on a schedule that works for you. An online program is available in psychology .

Minor program

A minor in psychology is also available. View the catalog for courses.

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Wed, April 3, 2024 (sport management, recreation management & therapeutic recreation)

Wed, April 3, 2024 (health/PE & foods/nutrition)

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Career Ready Psychology

“I chose Northwest because I wanted a place where I felt at home, even though I was away from home. I came to Northwest and completely fell in love with the campus and the people. At that moment, I just knew that’s where I was going to be.” — Estella Wesseh

Career Opportunities

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• Applied behavior analysis
• Case management
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What Can I Do With a Major in Psychology?

I will listen event

Active Minds and the Behavioral Science Association at Northwest Missouri State University hosts “I Will Listen,” an event aimed at reducing stigmas surrounding mental illness and promoting discussions about mental health disorders.

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